child dev ch 15, s.u.9 the characteristics and role of the...
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CHILD DEV – CH 15, S.U.9 The characteristics and role of the teacher LEARNING OUTCOMES: -Definition of concepts (p.212-213) -The profile of the efficient teacher (p.213-214) -Knowledge of the young child (p.214-216) -Basic didactic principles (p.216-217) -Effective teaching methods for instructing the young child (p. 217-219) -The specific task of the teacher as accompanist (p.219-220) -Checklist for good practice (p. 220) -Professional ethics (Ip.220) -Practical ideas for teachers to make their teaching of more value (p.221-222) -Red flags (p.222)
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Zen story…
Teaching Instruction Accompaniment
Mode of education that deals with intellectual mouldings
Knowledge, skills, values and norms are transferred.
Directed at experience & appreciation – active cooperation
The imparting of concrete facts to young children by school educator
Less learner participation
Educator guides the child’s learning activities
Seeking to assure child is progressing satisfactorily and acc to expectations
Gives direction 3 types of
accompaniment 1. Affective 2. Cognitive 3. Normative
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“Unisa Past Papers Qu” Name the various forms of accompaniment. (5)
Affective
• Provide basis for the dev. Of his/her person& support the educ. relationship
• Adult responsible for creating warm, intimate & trusting encounter
• Chars by exp a feeling of:
• Mutual trust
• Common understanding
• Unconditional acceptance
Cognitive
• Only if exp successful affective accompaniment
• Educator educates the child. Supporting child in order to reach their potential
• Dependent on : planning, prep, ordering, reduction & unlocking learning content
• Take into acc cognitive learning potential of child
Normative
• Occurs as educator presents child with norms which he/she must eventually accept and make their own.
• Norms introduced in a way that child finds it meaningful to id with them.
• Teacher’s e.g. NB
• Child will strive to be like teacher.
Accompaniment is only possible if as a teacher you possess:
1. A thorough knowledge of the child: Needs, stages of development
2. Intuition and creativity
3. Knowledge of guidance techniques and alternatives
4. Knowledge of curriculum and materials
5. Knowledge of own and others’ experiences.
Affective
• Provide basis for the dev. Of his/her person & supports the educ. relationship
• Adult responsible for creating warm, intimate & trusting encounter
• Chars by exp a feeling of:
• Mutual trust
• Common understanding
• Unconditional acceptance
Cognitive
• Only if exp successful affective accompaniment
• Educator educates the child. Supporting child in order to reach their potential
• Dependent on : planning, prep, ordering, reduction & unlocking learning content
• Take into acc cognitive learning potential of child
Normative
• Occurs as educator presents child with norms which he/she must eventually accept and make their own.
• Norms introduced in a way that child finds it meaningful to id with them.
• Teacher’s e.g. NB
• Child will strive to be like teacher.
Role of the
teacher
An expert motivates
Manages cl-rm
Takes care of child
Takes an interest
A model
Admin NB
Plans & eval curric.
Extramural intervention
A leader
professional
Obs & listener
Communicator with p’s
Friendly, supportive,
trusted
Personal & prof. growth
Supportive decision-making
Adapt & change
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9
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Do you remember a special teacher that made a difference?
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Profile of efficient teacher
Physical attributes
Professional qualities
Personality and social qualities
Knowledge of the young child
The needs of the y.child
The drives of the y.child
Types of behaviour of
the y.child
Needs
acceptance
success
security
sympathy
love
Drives
play
curiosity
Construction
collection
destruction
Spirit of adventure
Self-assertion
Basic Didactic principles
“Which didactical principal do you favour most? Why?”
a) Purposefulness
b) Planning
c) Self activity
d) Estb. Of relationships & Integration
e) Life exp
f) Motivation
g) Socialisation
h) Individualisation
i) Evaluation
j) Mastering
Effective Teaching Methods
(1) Q & A
(2) Story
(iii) Singing
(iv) Dramatization
(v) Project
(vi) Play
(vi) Demo
Vii) Discussi
on
The specific task of the teacher as accompanist…
• Hand-out: “Actions of accompaniment”
(Id – top 3 and why?)
Policy guidelines Legal framework of childcare Lifelong learning Reflection Views on social context, cult diffs
and lifestyle diffs Chn’s rights Staff training Evaluate own prac Know self Respect for others Examine biases Respect for other cults
Attitude towards teaching
Lifelong learning Follow ethical code of
teaching Make sacrifices Member of teacher
union Member of SACE
What lasting impression will you leave on your learners in your classes?
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